Math and Science in our Lives: Photo Journal

ECEL 517-01

Michael Miller

10-4-10

Parts of the Whole

These images were taken with the idea in mind to help illustrate the

concept of fractions to 3rd graders.

The Common Core State Standard for Mathematics covered by these photos

would be Grade 3: Number and Operations- Fractions: 1. Understand a

fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b

equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Parts of the WholeQuestions such as the ones below could be used to

help understand the concept.

This pizza is divided into 8 (pretend they are equal) slices.

What fraction of the pizza has been eaten? What fraction of the pizza remains?

For higher level thinking I would ask them to diagram how ½ of the pizza is the same as 4/8 of the pizza.

How long did that take?

These images were taken to aid in understanding of time units:

60 seconds in a minute60 minutes in an hour

24 hours in a day

The Common Core State Standard for Mathematics for these photos would be

Grade 3: Measurement & Data1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing

the problem on a number line diagram.

A problem such as the following one could be posed…If you started playing video

games at 6:00 and finished at 9:00, how many minutes did you play for?

For higher level thinking I would ask the students to compose their own time word problems for their

classmates to solve.

Me and My Shadow

This photo was taken to use as a starting point to think about

shadows and the sun’s movement.

NJCCCS

The Science Common Core Standards covered by this photo would be:

5.2.2.C.3 Present evidence that represents the relationship between a light source, solid object, and the resulting shadow.

And

5.4.4.A.1 Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of day.

From this photo you can discuss and set up an experiment where you measure the shadow cast by a solid object at precise intervals throughout the day. By measuring the length and position of

the shadow, you can better understand the movement of the sun across the sky and be able

to predict what time it is by its shadow.

For higher level thinking I would ask the students to speculate about whether the

shadows would look the same in the spring and in the fall and if not why would that be?

Energy

Shot the video and the photos to illustrate some of the different

forms energy and the transfer of energy.

NJCCCSThe Common Core Standards for Science

applicable here would be: 5.2.4.C.1 Compare various forms of energy as observed in everyday life and describe their

applications.5.2.4.C.3 Energy can be transferred from one

place to another.

The video can be used to show how electrical

energy can be turned into sound energy via the ipod, light energy via the light bulb and heat or thermal energy via the toaster oven. This can

lead into a basic conversation about the first law of thermodynamics: Energy can be neither

created nor destroyed. It can only change forms.

For higher level thinking I would ask the

students to go around the classroom and find other examples of energy transfer and make diagrams showing what forms of energy they

are going from and to.